Full Description
Incorporating a range of practical insights and tools, this innovative book presents a unique perspective on course design that considers the needs and expectations of contemporary university students. Nicholas Jackson explains how to improve student confidence and engagement by designing inclusive courses that center students in their learning.
The Architecture of Student-Oriented Course Design builds on a strong theoretical framework as well as empirical insights from the classroom, illustrating how to maximize active participation and deep learning. Jackson provides a step-by-step plan to constructively align learning outcomes, course content and forms of assessment. Considering current challenges in higher education such as socio-economic pressures from a student perspective, Jackson highlights practical interventions and emphasizes the importance of design structure with a special focus on developing employability skills. From lectures to group assignments, this book will aid in designing interesting and thought-provoking courses that are aligned with the needs of today's higher education learners.
This book is indispensable to students and scholars of management education, teaching and learning, education administration, curriculum and pedagogy, and educational assessment. It is also beneficial to both early-career and established academics wishing to refresh their courses.
Contents
Contents:
Preface
1 Introduction to The Architecture of Student-Oriented
Course Design: Building a Course for Contemporary
Higher Education Students
PART I THE STUDENT PERSPECTIVE
2 Understanding the student psyche and wider motivations
3 Developing student confidence
4 Maximizing student engagement
5 Skills development
PART II BUILDING THE COURSE
6 Course design: developing a framework
7 Course design: the triadic interactive framework of
constructive alignment
8 Course design: pulling it all together
9 Conclusion
Appendix 1: Marking Criteria for Group Written Report
(Example of Detailed Marking Criteria for Summative
Assessment)
Appendix 2: Course Alignment
Appendix 3: Inventory of Objectives
References
